Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Presentation by Sheila Corrall for Staff Development Week at Coleg Prifysgol y Drindod, Caerfyrddin/Trinity University College, Carmarthen on 2 September 2009. Explains the concept of Information Literacy and why it is vital for Higher Education Institutions to engage with IL at a strategic level. Outlines developments in the sector and presents a case study of the University of Sheffield highlighting the importance of stakeholder involvement and multi-professional partnerships. Concludes with strategic questions institutions need to consider.
Keynote delivered at the University of Sydney Business School Learning and Teaching Forum 17/11/21 exploring the 3x3x3 framework and three case studies of institutional transformation.
Presentation by Sheila Corrall for Staff Development Week at Coleg Prifysgol y Drindod, Caerfyrddin/Trinity University College, Carmarthen on 2 September 2009. Explains the concept of Information Literacy and why it is vital for Higher Education Institutions to engage with IL at a strategic level. Outlines developments in the sector and presents a case study of the University of Sheffield highlighting the importance of stakeholder involvement and multi-professional partnerships. Concludes with strategic questions institutions need to consider.
Presentation at CDE (now CODE) Webinar on 3rd March 2022. Title: 'From confidence to creativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape.'
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Presentation at CDE (now CODE) Webinar on 3rd March 2022. Title: 'From confidence to creativity: Emerging design opportunities for teaching and learning practice within the new hyflex educational landscape.'
Bb on Tour 2016 | Keynote - Brisbane | Learning 2020Blackboard APAC
Professor Suzi Vaughan, Deputy Vice-Chancellor (Learning and Teaching), Queensland University of Technology presented recently at the Bb Education on Tour event at QUT in Brisbane, on Thursday 3rd March 2016.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Similar to Successful Design Approaches to MOOCs (20)
In this keynote presentation I explore the value of WIL in providing key skills for future workforce needs. Against a backdrop of significant changes in the workplace and challenges to resources and recognition within institutions, I ask whether institutions can make WIL experiences accessible, meaningful and of high quality for all our students. Newcastle University's Career-ready Placements project will provide a critical case study to better understand and address key challenges in this area.
An assessment workshop on the six critical areas that need to be addressed in developing online assessment at scale. Led by the Centre for Online and Distance Education with a delegation of VCs and senior leaders from Nigerian Universities, and senior representatives from the National Universities Commission of Nigeria. Held on 24th March 2023.
ASCILITE 2022 presentation on Hybrid Learning Space design outlining an approach based on a '5-piece' model that incorporates:
1. clear pedagogy;
2. design patterns;
3. tools to think with;
4. exploratory design method/approach;
5. agile team configuration.
Background/context. While the COVID-19 pandemic has caused numerous economic, health and wellbeing issues, it has also caused significant disruption across the education sector. Universities were prompted, or forced, to transition from face-to-face teaching to fully online teaching practices in a short period of time; with many being unprepared to do so (Jung et al., 2021; Metcalfe, 2021). This presentation explores the experience of the University of New England (UNE) in transitioning its learning, teaching and assessment to fully online. In contrast to other institutions either having to shut down their learning and teaching activities or resorting to restricted forms of operations (Naidu, 2021), the experience of educators at UNE wasn’t all bad. Against this backdrop, the presentation reflects how learning, teaching and assessment practices at UNE were modified in response to the COVID-19 pandemic. Adopting an optimistic stance, the presentation describes the challenges, opportunities, and the positive lessons learned, celebrating multiple successes.
The initiative/practice. From the beginning of the COVID-19 pandemic, UNE has continued its learning, teaching and assessment practices, although numerous adjustments have been necessary. Courses that were previously offered via mixed modes (online and on-campus) were transitioned to being fully online. On-campus activities such as practicals, laboratory demonstrations, and intensive schools were revised and re-imagined for fully online delivery.
Methods of evaluative data collection and analysis. Semi-structured, conversational-style interviews were conducted with 18 academic staff at UNE about their experiences of transitioning to fully online delivery. These interviews were recorded, transcribed, coded and subjected to thematic analysis to capture key ideas and emergent themes.
Evidence of outcomes and effectiveness. Thematic analysis of interview data identified that despite the challenges, a range of positive experiences, practices and attitudes emerged from the transition to fully online delivery.
An institutional perspective on analytics that focusses on a particular tool developed using an agile methodology to visualise learner behaviours in MOOCs via Sankey diagrams.
My introduction as chair to the CDE organised InFocus 2015 symposium on 'Games, gamification and game-based learning'. Held at Senate House, University of London on 4th March 2015. Co-chaired with Alex Moseley, University of Leicester.
Background and overview of the rapid design challenge workshop held at RIDE 2015. Run with Yishay Mor. More information at http://www.moocdesign.cde.london.ac.uk/events/ride-2015-rapid-workshop
A presentation given at the Networked Learning Conference, Edinburgh 2014. With details of the new MA in Higher Education at the University of Surrey. And publication of a new book on Design Patterns for Technology Enhanced Learning.
An eReader and ePublishing platform for legal education - exploring the use of eBooks and eReaders in the delivery of digital legal learning materials. Based at the University of London International Programmes.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. "Everyone designs who devises courses
of action aimed at changing existing
situations into preferred ones." –
Herbert Simon
CC By Mathieu Plourde, 2013 – http://flickr.com/photos/mathplourde/8620174342/
3. What do we mean by success?
Let’s examine a concrete example:
Open Learning Design MOOC
5. Participation as a success criterion - OLDS MOOC
• 20,000 students enrolled is a
typical MOOC size.
• most MOOCs have completion
rates of less than 13%.
Source: http://katyjordan.com
6. How do we measure participation?
Clow, Doug (2013). MOOCs and the funnel of
participation. In: Third Conference on Learning
Analytics and Knowledge (LAK 2013)
9. Can we share ‘patterns’ of success?
• Participation rate (start and/or finish)
• Quality of the learning experience
• Economic return on investment
• Reach, sphere of influence
• Fun
• Brand recognition
• All of the above?
10. Distributed Online
Collaborative
DOCC
Small Private Self-paced
cMOOC
iMOOC
xMOOC
pMOOC
COOC
SOOC
SPOC
BOOC
MOOC
Niche
TOOC
http://blog.yesnyou.com/?p=829 and others
Open Online Course - differentiations
Inquiry
Project
Practice
Small
Corporate
Community
True
Big
NOOC
GOCC
Good Old Classroom
11. And …some historical perspective ...
1844 1858 1946 1969
Alan Tait, 2013, 'Reflections on Student Support in Open and Distance Learning'
http://irrodl.org/index.php/irrodl/article/view/134/214
14. Context: building an internal space for people
159...LIGHT ON TWO SIDES OF EVERY
ROOM
When they have a choice, people will always
gravitate to those rooms which have light on
two sides, and leave the rooms which are lit
only from one side unused and empty.
Therefore:
Locate each room so that it has outdoor space
outside it on at least two sides, and then place
windows in these outdoor walls so that natural
light falls into every room from more than one
direction.
(Alexander et al., 1977)
16. Constructing design patterns – a
methodology
Participatory pattern
workshops (PPW)
Mor, Y.; Warburton, S. & Winters, N. (2012), 'Participatory Pattern
Workshops: A Methodology for Open Learning Design Inquiry', Research in
Learning Technology 20
17.
18. From Design Narratives...
I convinced my university that we need to experience with
MOOCs. And I succeeded! From January to April we built the
“cope14” MOOC: competences for global collaboration, which
is running from 22.04 - 02.06. (so it is active, today starts week
6). I love cMOOCs but in the project team we opted for a
mixture of c and x. I’m glad that “cope14” is open, we use a
wordpress blog. There are questions and links and
assignments and videos of course. And - we have two
moderators who are monitoring the learning processes and try
to support the learners a little bit.
http://zmldidaktik.wordpress.com/2014/04/26/interacting-as-moderator-and-
facilitator-inthe- cope14-mooc/
21. Pattern: Chatflow
This is relevant if the platform doesn't offer threaded discussion tools.
22. Solution
Use a third party tool off platform to provide a more
managable discussion.
Examples
At Leeds University synchronous events are recorded via adobe
connect, transcribed it (GoogleDoc) then users could comment on
specific parts of discussion (off platform). Afterwards should there
be the opportunity for a discussion around the recorded session.
In Commonwealth of Learning MOOC on mobile for development
learner lead use of Google doc as a collaborative document
creation. (off platform)
23. Pattern: Adjacent Platform
Platforms which support/underpin MOOCs -
often used to provide places to share
resources or bespoke tools to create learning
objects. Used when the MOOC platform falls
short (usually technical, could be for quality
or other reasons).
Problem
Coursera / FutureLearn / edX etc. are new,
limited in some of their scope. When extra
functionality is required course teams /
learners make things outside to share.
24. Solution
Accept that people use a range of platforms, tools, approaches for
online teaching and learning - build this into design patterns. Integrate
platforms together e.g. LTI (Learning Tools Interoperability)
Examples
Tagging: Twitter hashtags
Video conferencing: Google Hangouts; BB Collaborate; Adobe
Connect
Blogging: Wordpress
Peer assessment: Turnitin
26. Bring them along
Induction
Bend don’t break
Know your audience
Scaffolded MOOC
ECL MOOC LDS
MOOC Design Pattern Mapping
Fishbowl
Provocative question
Chatflow
MOOC Legacy
PARTICIPATION
Crowd bonding
Drumbeat
Large diverse groups
Knowing the story
Herding cats
Adjacent platforms
LEARNING
ORIENTATION
STRUCTURE
COMMUNITY
27. Design elements – from workshops
More visible
• Pedagogy
• Constraints of ‘the’ platform
• Audience diversity
(ascertain, activate prior
knowledge*)
• Community (learning as a
social enterprise)
• Control and flow
Less visible
• Business, brand
• Analytics, adaptive
pathways
• Innovation e.g. gamification
• Self organisation of learners
• Segmentation of market
[target audience]
• Articulated learner goals
*Ausubel (1968), “[t]he most important single factor
influencing learning is what the learner already knows;
ascertain this and teach him[her] accordingly”
28. Incorporating design patterns into a design process
Research
Prototype
Success criteria
[Design] challenge
Evaluate
Six-step design
model
1
2a
6 Iterate Ideate 3
4
5
2
Design Patterns
1a
Open Design: the concept of design as a fluid, instinctive process, open to everyone.
(http://www.nytimes.com/2011/10/03/arts/design/can-anybody-be-a-designer.html)
29. Design Patterns for
MOOCs
http://www.surrey.ac.uk/tel/projects/mooc/
MA Higher Education
University of Surrey
http://www.surrey.ac.uk/dhe/programmes/ma/